Restricted Access Thesis
This study exams the complexity of math vocabulary on the Minnesota Comprehensive Assessments (MCAs) and why this vocabulary may be problematic for English language learners (ELLs). Math is a language heavy subject and requires deep vocabulary knowledge to understand the multiple meanings connected with many of its words. Using categories of problematic math vocabulary created by Rubenstein and Thompson (2002) as a guide, this study assigned math vocabulary on the MCA-IIIs into eight categories for third, sixth and eleventh grade. Using these categories, words were evaluated for their complexity and potential for being problematic. The results demonstrate not only the sheer volume of math vocabulary on the MCA-IIIs but also the multiple layers of meaning that goes into understanding and defining a word.
Lanier, Ariane, "Vocabulary analysis of word problems on the Minnesota Comprehensive Assessment of mathematics" (2011). School of Education Student Capstone Theses and Dissertations. 457.